scholarly journals The Reality of Novels Attained Through Rewriting and Revising Strategies - The Aspects of Parody in Choi Inhoon’s Novels and Their Meanings

2017 ◽  
Vol null (22) ◽  
pp. 103-132
Author(s):  
Yoonmo Yang
Keyword(s):  
Revising Strategies

scholarly journals Students’ Perspectives as Providers and Receivers of Peer Formative Feedback on Writing

2021 ◽  
Vol 11 (2) ◽  
pp. 1
Author(s):  
Mohammed Abdullah Alharbi
Keyword(s):  
Peer Feedback ◽  
Poor Quality ◽  
Oral Feedback ◽  
Self Confidence ◽  
The Poor ◽  
Writing Course ◽  
Positive Feelings ◽  
Revising Strategies

The current study focused on exploring the benefits and challenges arising from engagement of 40 undergraduates in peer feedback in a writing course from the feedback providers’ and receivers’ perspectives. The data was collected from students through a survey and follow-up interviews at the end of two rounds of peer feedback: Round 1 (20 students acting as feedback providers while 20 as receivers) and Round 2 (reserving the roles of students). The findings revealed several benefits of peer feedback for both providers and receivers, which are synthesized under three major themes: being beneficial for students’ learning and writing, fostering students’ positive feelings and engaging students in reviewing and revising strategies. Despite its benefits, peer feedback is of several challenging concerns for providers and receivers. For providers, they are challenged by their lacking feeling of comfort and low self-confidence as well as lacking certainty about the quality of their feedback. For receivers, they are challenged by their doubts about the reliability of peer feedback and difficulty understanding some feedback as well as the poor quality of records of oral feedback. The study, therefore, provides important pedagogical implications for effective peer feedback practices in writing classrooms.

scholarly journals DRAFTING AND REVISING STRATEGIES TO DEVELOP ENGLISH ESSAY BY INDONESIAN EFL LEARNERS.

2017 ◽  
Vol 5 (3) ◽  
pp. 919-930
Author(s):  
Imroatus Solikhah ◽  
◽  
Jl. Pandawa ◽  
Pucangan Kartasura. ◽  
◽  
...  
Keyword(s):  
Efl Learners ◽  
Revising Strategies

Revising strategies in ESL academic writing

2004 ◽  
Vol 14 (1) ◽  
pp. 91-112 ◽  
Author(s):  
Sachiko Yasuda
Keyword(s):  
Language Proficiency ◽  
Academic Writing ◽  
Literacy Skills ◽  
Esl Students ◽  
Esl Writing ◽  
Essay Writing ◽  
Naturally Occurring ◽  
Writing Instructions ◽  
Revising Strategies ◽  
L1 And L2

This article presents a case study that analyzes the revising processes of three Japanese ESL students in academic writing contexts. Much previous research into the revision strategies used by L1 and L2 writers has been conducted in experimental-like settings rather than naturally occurring situations. In contrast, the present study seeks to show what writers are doing during revision in their L2 academic essay writing in naturally occurring situations. The results indicate that the three students had very different revising strategies and very different perceptions of the role that revision played in the entire composing process. The results further demonstrate how ESL students struggle with their academic writing tasks in a new academic discourse community. Implications for ESL writing instructions are discussed from the viewpoint of literacy skills, second language proficiency, and students’ past learning, writing and professional experiences.

scholarly journals Students' Perceptions: Using Writing Process Approach in EFL Writing Class

2021 ◽  
Vol 13 (2) ◽  
pp. 988-997
Author(s):  
Utami Dewi
Keyword(s):  
Writing Process ◽  
Structured Interview ◽  
Process Approach ◽  
Writing Classes ◽  
Efl Writing ◽  
Writing Ability ◽  
Alternative Approach ◽  
Writing Class ◽  
Writing Process Approach ◽  
Revising Strategies

The writing process approach (WPA) is a way to solve the problems of how the students express their ideas in producing essays systematically. The use of WPA needs to be examined from the students' perceptions because students' perception of the use of WPA influences students' writing ability. This study aims to investigate the students' perceptions on the application of WPA in EFL writing classes. This study applied a qualitative approach using a questionnaire and semi-structured interview with a written list of questions as a guide which focused on students' perceptions in the application of the WPA in their writing class. The data of the interview was analyzed by qualitative by using content analysis. The questionnaire results showed that most students had a highly positive and positive perception, while no students had a negative perception of the application of WPA based on the percentages. The results of interviews were concluded in four themes. Firstly, most students reported that they have highly positive opinions on WPA and considered the planning. Secondly, peer feedback is revising strategies as most useful. Thirdly, they stated that the steps in WPA were specific, systematic, and helpful. Lastly, they perceived that their writing product had improved after the application of WPA in writing class. The findings from the interviews corresponded with the findings from the questionnaire, which revealed that students had positive perceptions on the application of WPA in writing class; therefore, WPA can be suggested as the alternative approach to improve students' writing ability.

scholarly journals Revising strategies for different text types

1990 ◽  
Vol 4 (1) ◽  
pp. 51-65 ◽  
Author(s):  
J. Y. Roussey ◽  
A. Piolat ◽  
F. Guercin
Keyword(s):  
Text Types ◽  
Revising Strategies

scholarly journals The Students’ Perceptions of the Strategies in the Process Approach

2017 ◽  
Vol 1 (1) ◽  
pp. 67
Author(s):  
Eliwarti Eliwarti ◽  
Nooreiny Maarof
Keyword(s):  
Structured Interview ◽  
Process Approach ◽  
Strategy Choice ◽  
English Department ◽  
Instructional Tools ◽  
Writing Classes ◽  
Negative Perception ◽  
Writing Performance ◽  
Revising Strategies ◽  
The Way

The main objective of this study was to examine the students’ perceptions of the strategies in theProcess Approach. The subjects were 30 English Department students of Riau University taughtusing Process Approach. A set of questionnaire and semi-structured interview were used to collectthe data. The level of perceptions was differentiated into three: Highly Positive, Positive andNegative. The results showed that all students had Positive and Highly Positive level of perceptionand no students had Negative perception of the strategies in the Process Approach. From the resultsof the interview, five categories were found. All of them reported positive opinions on the ProcessApproach and considered the editing and revising strategies as most useful. Besides, they statedthat the steps in Process Approach were more systematic, specific, comfortable, more meaningfuland livelier than other approaches. They all perceived that their writing performance had improvedafter the Process Approach intervention. The area of improvements were in collecting ideas,editing strategy, choice of words and the way how to write an essay. They also suggested on theapplication of the Process Approach for other writing classes. The findings from the interviewswere in line with the findings from the questionnaire which revealed that students had favorableperceptions of the Process Approach. In light of these findings, it can be suggested that the ProcessApproach has the potential to be used as alternative instructional tools to improve students’ writingperformance.

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